Afet hemşireliği dersinin hemşirelik öğrencilerinin afet okuryazarlıklarına ve hazırlık algılarına etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu çalışmada afet hemşireliği dersinin hemşirelik öğrencilerinin afet okuryazarlıklarına ve hazırlık algılarına etkisini incelemek amaçlanmıştır. Yöntem: Ön test son test düzende tek gruplu yarı deneysel çalışma tasarımındaki araştırma, 2021-2022 eğitim öğretim yılı güz döneminde "İzmir Demokrasi Üniversitesi"'nde yürütülmüştür. Araştırmanın evrenini "İzmir Demokrasi Üniversitesi Sağlık Bilimleri Fakültesi Hemşirelik bölümü"nde öğrenim gören ve "Afet Hemşireliği" seçmeli dersine kayıtlı hemşirelik öğrencileri (n:66) oluşturmuştur. Örneklem seçimi yapılmayarak çalışmaya katılmaya gönüllü olan ve ön test ve son testi eksiksiz tamamlayan 62 öğrenci örneklemi oluşturmuştur. Veri toplamada birey tanıtım formu (13 soru), Afet Okuryazarlığı Ölçeği (61 madde), Hemşirelerde Afete Hazırlık Algısı Ölçeği (20 madde) araç olarak kullanılmıştır. Araştırmanın başında veri toplama araçları Google form aracılığıyla online toplanmıştır. Girişim olarak "Afet hemşireliği" dersi 14 hafta yürütülmüştür. Son test 14. Hafta dersin sonunda online anket ile yapılmıştır. Formların yanıtlanması ortalama 15-20 dakika sürmüştür. Araştırmanın yürütülmesi için gerekli etik onamlar, kurum ve öğrenci onamları yazılı olarak alınmıştır. Verileri değerlendirilirken tanımlayıcı istatistiksel analizlerin yanı sıra normal dağılıma uygunluk değerlendirilmiştir. Bulgular: Öğrencilerin %51,6'sı 22-23 yaşında olup %62.9'u kızdır. Öğrencilerin %54,8'i gerçek bir afet deneyimi yaşadığını, %98,4'ü ise afetzedeye bakım vermediğini ifade etmiştir. Öğrencilerin %66,1'inin daha önce afet tatbikatına katıldığı belirlenmiştir. Öğrencilerin afet öncesi/sırası ya da sonrasında yararlandıkları ilk üç bilgi kaynağı sırasıyla; internet, televizyon/radyon, sosyal medyadır. Öğrencilerin afet okuryazarlığı ölçeği "ön test puan ortalaması" 32,97±6,47 iken "son test puan ortalaması" 40,58±5,95'e istatistiksel olarak anlamlı şekilde yükselmiştir (p<0.05). Öğrencilerin hemşirelerde afete hazırlık algısı ölçeği ön test puan ortalaması 81,66±4,61 iken son test puan ortalaması 90,64±6,25'e istatistiksel olarak anlamlı şekilde yükselmiştir (p<0.05). "Afet Okuryazarlığı" ve "Hemşirelerde Afete Hazırlık" toplam ölçek puanları arasında istatistiksel olarak ileri düzeyde anlamlı pozitif yönde iyi derecede bir ilişki belirlenmiştir (r=0.796). Sonuçlar: Afet hemşireliği dersinin hemşirelik öğrencilerinin afet okuryazarlıklarına ve hazırlık algılarına katkı sağladığı belirlenmiştir. Öğrencilerin afet okuryazarlığı düzeyi yükseldikçe hemşirelerde afete hazırlık düzeyinin de yükseldiği ortaya konulmuştur.
Objective: The aim of this study was to examine the effect of disaster nursing course on disaster literacy and preparedness perceptions of nursing students. Method: The study, which was a one-group quasi-experimental study design in a pre-test post-test design, was conducted at "Izmir Democracy University" in the fall semester of the 2021-2022 academic year. The population of the study consisted of nursing students (n: 66) studying at "Izmir Democracy University, Faculty of Health Sciences, Department of Nursing" and enrolled in the elective course "Disaster Nursing". The sample consisted of 62 students who volunteered to participate in the study and completed the pre-test and post-test completely. Individual introduction form (13 questions), Disaster Literacy Scale (61 items), Disaster Preparedness Perception Scale in Nurses (20 items) were used as tools for data collection. At the beginning of the study, data collection tools were collected online via Google form. "Disaster nursing" course was conducted for 14 weeks as an intervention. The post-test was conducted with an online questionnaire at the end of the 14th week of the course. It took an average of 15-20 minutes to answer the forms. Ethical consents, institutional and student consents were obtained in writing for the conduct of the study. While evaluating the data, descriptive statistical analyzes as well as conformity to normal distribution were evaluated. Results: 51.6% of the students were 22-23 years old and 62.9% were female. 54.8% of the students stated that they had experienced a real disaster and 98.4% stated that they did not provide care to a disaster victim. It was determined that 66.1% of the students had participated in a disaster drill before. The first three information sources that the students utilized before/during or after the disaster were internet, television/radio, and social media, respectively. While the "pre-test mean score" of the disaster literacy scale was 32.97±6.47, the "post-test mean score" increased statistically significantly to 40.58±5.95 (p<0.05). The pre-test mean score of the students' disaster preparedness perception scale in nurses was 81,66±4,61, while the post-test mean score was 90,64±6,25, which increased statistically significantly (p<0.05). There was a statistically significant positive correlation between the total scale scores of "Disaster Literacy" and "Disaster Preparedness in Nurses" (r=0.796). Conclusions: It was determined that the disaster nursing course contributed to the disaster literacy and preparedness perceptions of nursing students. It was revealed that the higher the level of disaster literacy of the students, the higher the level of disaster preparedness in nurses.
Objective: The aim of this study was to examine the effect of disaster nursing course on disaster literacy and preparedness perceptions of nursing students. Method: The study, which was a one-group quasi-experimental study design in a pre-test post-test design, was conducted at "Izmir Democracy University" in the fall semester of the 2021-2022 academic year. The population of the study consisted of nursing students (n: 66) studying at "Izmir Democracy University, Faculty of Health Sciences, Department of Nursing" and enrolled in the elective course "Disaster Nursing". The sample consisted of 62 students who volunteered to participate in the study and completed the pre-test and post-test completely. Individual introduction form (13 questions), Disaster Literacy Scale (61 items), Disaster Preparedness Perception Scale in Nurses (20 items) were used as tools for data collection. At the beginning of the study, data collection tools were collected online via Google form. "Disaster nursing" course was conducted for 14 weeks as an intervention. The post-test was conducted with an online questionnaire at the end of the 14th week of the course. It took an average of 15-20 minutes to answer the forms. Ethical consents, institutional and student consents were obtained in writing for the conduct of the study. While evaluating the data, descriptive statistical analyzes as well as conformity to normal distribution were evaluated. Results: 51.6% of the students were 22-23 years old and 62.9% were female. 54.8% of the students stated that they had experienced a real disaster and 98.4% stated that they did not provide care to a disaster victim. It was determined that 66.1% of the students had participated in a disaster drill before. The first three information sources that the students utilized before/during or after the disaster were internet, television/radio, and social media, respectively. While the "pre-test mean score" of the disaster literacy scale was 32.97±6.47, the "post-test mean score" increased statistically significantly to 40.58±5.95 (p<0.05). The pre-test mean score of the students' disaster preparedness perception scale in nurses was 81,66±4,61, while the post-test mean score was 90,64±6,25, which increased statistically significantly (p<0.05). There was a statistically significant positive correlation between the total scale scores of "Disaster Literacy" and "Disaster Preparedness in Nurses" (r=0.796). Conclusions: It was determined that the disaster nursing course contributed to the disaster literacy and preparedness perceptions of nursing students. It was revealed that the higher the level of disaster literacy of the students, the higher the level of disaster preparedness in nurses.
Açıklama
Anahtar Kelimeler
Halk Sağlığı, Public Health, Hemşirelik, Afet hazırlık algısı, Afet hemşireliği, Afet okuryazarlığı, Hemşirelik öğrencisi., Perception of disaster preparedness, Disaster nursing, Disaster literacy, Nursing students.
